A Formative and Summative evaluation model suitable for theater classes.I thought formative assessment could better evaluate theater classes through the definition of formative assessment stated in Formative Assessment in Theater Education: An Application to Practice (Chen). The article states, “Research has shown that well-implemented formative assessment can effectively double a student's learning rate (Wiliam 2007/2008). The heart of theater is the rehearsal process, the process by which actors develop their skills in their performances. “It is a continuous, formative evaluation experience where you receive feedback and adjust accordingly.” In other words, I also believe that since the core of a play is the rehearsal process, formative evaluation is necessary to continuously receive feedback on acting, make corrections, and develop. Above all, we agree that by giving, receiving, and resolving feedback, students realize their potential to make valuable contributions to their ensemble. I especially liked how this article suggests that ‘praise’ is necessary for ongoing, constructive feedback. Continuous feedback based on positive comments will improve students' acting skills. The fact that video recording of rehearsals at the end has proven to be a powerful tool to help students improve their performance and technique is an important keyword to apply in future classes. Unlike formative assessments as presented in Formative and Summative Assessment in the Classroom (Dixson), summative assessments are typically high-stakes assessments and are used to obtain a final assessment of how much learning has occurred, i.e., how much the student knows (Gardner, 2010). Summative assessments are almost always graded, are generally less frequent, and occur at the end of a lesson. This is the score we receive each semester. Without summative assessment, students will not know what areas they are lacking. Also, the teacher may be unable to find areas for further reinforcement and improvement. In this respect, formative and summative evaluations should be used appropriately. In this sense, I created a formative and summative evaluation model suitable for theater classes. I. Formative evaluation: 1. Exit Tickets After the rehearsal, have students describe and think about their performance and briefly summarize their understanding of the topic. And the teacher encourage them to find their own problems and reflect on what they need to strengthen in the final audition. These tickets allow teachers to assess student understanding and determine next steps for the class or individual students. 2. Filming the drama for Review and Reflection As presented in "Formative Assessment in Theater Education: An Application to Practice (Chen)", filming is the best option for students to increase their understanding of technique and theater in theater classes. This helps students feel confident and accomplished. Students can rewatch their plays on film. And you can find areas for improvement and discover your strengths. You can watch the footage with your teacher and tell them what needs to be improved. It's also a great opportunity to learn relevant skills while shooting and editing. 3. Use a whiteboard or min blackboard as a note Students can use individual whiteboards to write down their understanding or questions about the course and evaluate the presentations shown by other students or groups. 4. Use the feedback form After a rehearsal or audition, you can use a simple survey-type feedback form to survey your satisfaction with your performance and areas for improvement. II. Summative evaluation
There is a way to score your understanding and achievement of what you have learned based on objective grounds.
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